바울의 선교 동기의 선교교육적 함의
Paul’s Missionary Calling and Its Implications for MissionEducation
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There are signs and reports that the involvement of KoreanChristians in missions is decreasing. Among many factors, there isthe lack of clear missionary calling. This study seeks to understandapostle Paul’s missionary calling and its implications for missioneducation. This study suggests four characteristics of Paul’s missionarycalling. The conversion and missionary calling of apostle Paul tookplace on his way to Damascus simultaneously. This event was sosupernatural that he vividly recalled it a number of times. He believedhe was called by God. He obeyed God's calling immediately. This study draws three missiological implications from thefour characteristics of Paul’s missionary calling. First, missionaryeducation needs to be geared toward helping believers to havea firm missionary calling. Secondly, missionary education needsto guide believers to have a missionary calling with the divineperspective not the humanistic perspective. Lastly, it shouldconsider providing hands on training and education for effectivecross-cultural ministry.
Abstract
There are signs and reports that the involvement of KoreanChristians in missions is decreasing. Among many factors, there isthe lack of clear missionary calling. This study seeks to understandapostle Paul’s missionary calling and its implications for missioneducation. This study suggests four characteristics of Paul’s missionarycalling. The conversion and missionary calling of apostle Paul tookplace on his way to Damascus simultaneously. This event was sosupernatural that he vividly recalled it a number of times. He believedhe was called by God. He obeyed God's calling immediately. This study draws three missiological implications from thefour characteristics of Paul’s missionary calling. First, missionaryeducation needs to be geared toward helping believers to havea firm missionary calling. Secondly, missionary education needsto guide believers to have a missionary calling with the divineperspective not the humanistic perspective. Lastly, it shouldconsider providing hands on training and education for effectivecross-cultural ministry
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